This document provides a template for designing a CLIL didactic unit on different paradigms of the universe. The unit is aimed at 1st year Baccalaureate students and is taught in Philosophy by Lourdes Cardenal Mogollón. The template outlines the learning outcomes, subject content, language content, contextual elements, cognitive processes, tasks and activities, methodology, resources, and evaluation criteria. The tasks and activities are designed to help students understand paradigm concepts, compare views of the universe throughout history, and relate worldviews to conceptions of humanity. A variety of interactive methods are used over 9 sessions, including games, group work, and digital tools.

1. Template to design a CLIL didactic unit
Subject: Philosophy Teacher: Lourdes Cardenal Mogollón
Title of the Unit: The different paradigms of the universe
Course / Level: 1º Bachillerato
1. Learning outcomes
/ Evaluation criteria
1.#To#understand#the#paradigm#concept.#
2.#To#reflect#on#the#nature#and#structure#of#the#universe.#
3.#To#know#the#different#worldviews#that#have#occurred#in#history.#
4.#To#compare#the#Aristotelian#view#of#the#universe#and#the#mechanistic#
view.#
5.#To#relate#the#different#worldviews#with#the#different#conceptions#of#
the#human#being.
2. Subject Content 1.#The#concept#of#paradigm.#
2.#The#Aristotelian#vision#of#the#universe.#
3.#The#mechanistic#view#of#the#universe.#
4.#Newton's#conception#of#the#universe.#
5.#The#current#conception#of#the#universe.#
6.#The#relationship#between#the#vision#of#the#universe#and#the#vision#of#
the#human#being.
3. Language Content / Communication
Vocabulary - Nouns: Paradigm, determinism, indeterminism, universe, space,
time, prejudice, purpose, qualities, quantities, mechanicism,
corpuscles, matter, reality, inertia, force, action, reaction, gravity,
magnetism, relativity, mesh, rectilinear, celestial , body, origin,
human being, quantum physics, slit, principle, motor.
- Adjectives: Homogeneous, finite, absolute, universal,
contemporary, continuous, free, determined.
- Verbs: Predict, explain, behave, believe, change, revolutionize,
expand, verify, explode, relate, attract.
Structures Routines:##
C#What#did#Newton#think#about#the#universe?#
C#The#universe#could#be#...#
C#If#the#universe#was#determined#then#...##
C#Newton#thought#that#...#but#Einstein#argued#that#...##
C#Since#Aristotle/Newton/#Einstein…#said#that#the#universe#was#…#this#led#
people#to#believe#that#the#human#being#was#...#
C#So,#therefore,#as#a#consequence,#then,#thus#...#

2. #
Grammar.Content:#
C#Conditional#
C#Past#tense#
C#Comparative#
C#Consequences#
C#Argumentations#
#
Classroom. management. (language. for. the. classroom):# What# do# you#
think?#
Put#yourself#in#a#group#
Take#out#the#mobiles#
Do#you#think#he#has#justified#his#response?#
Pay#attention#to#the#video#
You#have#10#minutes#to#do#the#activity#
Discourse type Exposition,#description,#argument.
Language skills Writing,#reading,#speaking,#listening#and#interaction.
4. Contextual (cultural)
element
The contents are related and always start from what the student
already knows. The examples are experiential and are taken from
everyday life.
5. Cognitive (thinking)
processes
Students will work on memory, creativity, manual skill, oral
communication, argumentation, consensus search, relationship,
research, search and selection of information, problem solving,
comparison, analysis, alternative thinking, critical thinking and the
search for conclusions.
6. (a) Task(s) YOU CAN SEE ALL THE TASKS AND ACTIVITIES HERE:
https://lourdescardenal.com/2018/11/04/tema-4-cosmovisiones-
aicle/
Activity 2: Creating our universe.
Activity 6: What is dark matter (Small research with mobile
phone)
Activity 7: The enigma of the universe (Gamificated Classcraft
quest: Students will have to create a Visual Thinking and compare
all theories about universe. They will have to write a letter to
“Aletheia Princess” and explain her how each universe paradigm
affect the way we see humans)

3. 6. (b) Activities Activity 1: Brainstorming “How do you think the universe is?,
What forces govern nature? What is Space? What is Time?
Activity 3: What is a paradigm? (Relate the video to the theory)
Activity 4: PADLET: Do you believe that the universe follows
determinist laws? Can everything be predicted?
Activity 5: Explain it with your own words (After watching a video
about Newton's mechanistic paradigm and about the differences
between Newton and Einstein, they should summarize the video
with their own words)
Activity 8: El portero Baldomero: Students will play a board game
to review the main studied concepts.
7. Methodology
Organization and class
distribution / timing
The methodology will look for students to significantly build
their learning while acquiring skills and fostering their critical
thinking.
The methodologies are:
- Gamification
- Game Based Learning
- Cooperative learning
- Learning by doing (Dewey)
- Problem-based learning
- Visual Thinking
TIMING:
We will devote 9 sessions to the didactic unit.
- First session: (A1) Brainstorming (10´) + (A2) Creating our
universo (45´)
- Second session: (A2) Creating our universe (30´) + Explanation
of sections 1 and 2 of theory (25´)
- Third session: (A3) What is a paradigm? (10´) + Explanation of
sections 3 and 4 of theory (45´).
- Fourth session: (A4) Padlet: Do you think everything is
determined? (30´) + Explanation of section 5 of theory (25´).
- Fifth session: Explanation of section 6 of theory (25´) + (A5)
Video and explanation with your words (30´).
- Sixth session: (A6) What is dark matter? (30´) + Explanation of
section 7 of theory (25´).
- Seventh and eighth session: (A7) Gamified adventure.
Classcraft Quest "The enigma of the universe" (110´)

4. - Ninth session: Learning based on games and review of the
theory playing "Portero Baldomero" (55´).
CLASS DISTRIBUTION:
Activity 1: Group activity. Students sitting in pairs.
Activity 2: Team activity. Students sitting in groups of 5 (tables
together making a square). In the second phase of the activity, the
class becomes a museum.
Activity 3: Activity in pairs (whisper technique).
Activity 4: Activity carried out in the computer room. Students in
groups of 5.
Activity 5: Indicidual activity. The students are seated as a couple
but they carry out the activity individually.
Activity 6: Informal group activity (groups of 4 attending to their
disposition in class).
Activity 7: Team activity. Students sitting in groups of 5 (tables
together making a square).
Activity 8: Group activity. The class is divided into three groups
and the tables are arranged in a rectangle so that between 8 and
10 students can be seated around.
Resources / Materials YOU CAN SEE ALL THE MATERIALS AND RESOURCES
HERE:
https://lourdescardenal.com/2018/11/04/tema-4-cosmovisiones-
aicle/
Presentation to guide and support lessons:
https://www.emaze.com/@AOFIWWLQZ/fil1-6-cosmovisiones-
copy1
Videos:
https://www.youtube.com/watch?v=6o1le2GesiI
https://www.youtube.com/watch?time_continue=80&v=h38eie7mY
I0
https://www.youtube.com/watch?v=6cE1PKXj1dU
https://www.youtube.com/watch?v=DfPeprQ7oGc
https://www.youtube.com/watch?v=UjaAxUO6-Uw
Classcraft Quest:
https://www.slideshare.net/lur81/aicle-
universo?ref=https://lourdescardenal.com/2018/11/04/tema-4-
cosmovisiones-aicle/
Web 2.0 Tools (interactive activities):
- Padlet
- Classcraft
- Different webpages used by the students to research and
do activity 4.

5. Board Game: El portero Baldomero.
Key Competences Linguistic communication: Activities 1-7.
Mathematical competence and basic competences in science and
technology: Activities 3, 5, 6, 7 and 8.
Digital competence: Activities 4 and 6.
Learn to learn: Activities 2-7.
Social and civic competences: Activities 2, 4, 6, 7 and 8.
Sense of initiative and entrepreneurial spirit: Activities 1, 2, 7 and
8.
Awareness and cultural expressions: Activity 7.
8. Evaluation (criteria
and instruments)
LEARNING STANDARDS
1. Explain and compare two of the large cosmovisions of the
universe: the aristotelic organicist paradigm and the
newtonian mechanical model.
2. Describe the essential characters of the interpretation of
relativistic reality, and quantum contemporary, explaining
the philosophical implications associated with them.
3. Use with rigor epistemological and scientific terms as:
cosmovision, paradigm, universe, nature, finalism,
organicism, determinism, order, causality, conservation,
principle, mechanicism, matter, relativity, quantum, space,
time, chance, determinism, indeterminism, probability ,
gaia, chaos, among others.
4. Reflects, argued in a reasoned and creative form its own
ideas, on the philosophical implications that affect the
vision of the human being, in each of the philosophical-
scientific cosmovisions studied.
EVALUATION INSTRUMENTS:
LOOK AT THE ANNEX WITH THE SPECIFICATIONS AND
RUBRICS USED
Feel free to use this template. Thanks for attributing the source.
A first sample of this template has been published at:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
It is mainly based on the hands-on experience at designing units and on conversations with
experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This
theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.

11. THE ENIGMA OF THE
UNIVERSE

12. OBJETIVOS
Con esta aventura gamificada se pretende que los alumnos adquieran significativamente los
contenidos del tema de filosofía "Las cosmovisiones".
De este modo, los objetivos que pretendemos sean adquiridos por el alumnado son:
- Comprender el concepto de paradigma
- Ser capaz de explicar y comparar las distintas teorías sobre el universo que se han dado a
lo largo de la historia
- Lograr argumentar y concluir cómo cada visión de la realidad afecta a la visión del ser
humano.
- Fomentar la creatividad, el trabajo en equipo y la comunicación oral y escrita.
METODOLOGÍA
- Gamificación
- Trabajo cooperativo
- Aprendizaje Basado en problemas
- Aprender haciendo (Dewey)
- Visual Thinking